ERIC Number: ED205310
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Native Bilingual Education: Oral Tradition and the Teacher.
Much bilingual curriculum material has little relationship to either traditional Indian teaching methods or to current standards of conventional quality education. Native bilingual programs tend to be poor imitations of European models, and little overall coordination exists in the use of bilingual materials. Techniques by which Native language, information, concepts, and values have traditionally been taught, should be studied, then modified for classroom use. Indian legends can teach moral values and practical instruction as well as entertain. However, some Native elders fear that interaction between story teller and listeners and the relationship between and meaning of legends in a cycle will be lost in the process of turning traditional legends into conventional curriculum materials. Native communities are stressing the importance of good Native language programs as more tribes realize that continuation of their language must be insured if their culture and history are to be adequately and acccurately transmitted. Survival skills should also be taught through bilingual programs. Native teachers are rarely exposed to course work or experiences in working effectively with Native children. It is important to glean from Native elders the methods by which they were taught so that those techniques can be used to teach Native children. (CM)
Descriptors: American Indian Culture, American Indian Education, American Indians, Bilingual Education, Cultural Awareness, Cultural Context, Curriculum Development, Elementary Secondary Education, Instructional Materials, Language Maintenance, Language Patterns, Legends, Relevance (Education), Story Telling, Teacher Education, Teacher Role, Teaching Methods
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Oral Tradition
Note: Some pages may be marginally legible.